Essence, appointment and principles of training training
Kovalev V.N. - Ph.D., Associate Professor, Head. Department
applied psychology SGGU.
Under the training in scientific literature it is understood as the effective way, with the help of which the actual impact on the identity is carried out in order to develop, training or correction.
Training (from English Train - To train) - in the most general meaning is considered as a method, more precisely, the combination of various techniques and methods aimed at developing a person of certain skills and skills. As one of the tools of the psychologist, it can be applied in individual and group work. But this method of exposure has become the greatest popularity in working with the group.
Training training, according to I.V. Vachkov, - not any form of group work, is a special form of group activities with their capabilities, restrictions, rules and problems. In essence, training is the form of training, assigning new skills, discovering other psychological capabilities. The peculiarity of this form of training is that the student takes an active position in it, and the assimilation of skills takes place in the course of residence, personal experience of behavior, feelings, acts. In psychological literature, the training is considered as a method of working a psychologist with a client when the client does what he came to train.
Trainings as one of the interactive learning and development methods have been widely applied to educational institutions, psychological centers, enterprises, institutions and firms. They are quite diverse in its intended purpose (from training and developing trainings to psychocorrection and psychotherapeutic), content, forms (trainings, training seminars, trainings-marathons and other) and techniques of holding (game, analytical and so on).
Trainings are so unlikely that it is sometimes difficult at first glance to allocate general patterns. Therefore, the uninitiated people understand the training of completely incomparable forms of classes - from an interactive lecture, degraded with beautiful posters, and ordinary samples to psychological and pedagogical studios and didactic games.
The concept of "training" means actions: train, teach, form, develop. It means that he suggests a certain set of exercises combined into a system grouped into a complex of classes and its result is new experience, New knowledge, formed skills, quality.
Scientists E.V. Sidorenko and M.R. Bityanov consider training as a form active learningwhich allows: 1) to form the skills for building constructive interpersonal relations; 2) carry out productive activities; 3) analyze emerging situations; 4) develop the ability of knowledge and understanding of themselves and others (in the process of communication and activities).
I.V. Vachkov characterizes group training as a set of active methods practical psychologywhich are used to form self-knowledge skills and self-development.
The training is a multifunctional method of implementing intentional changes in psychological phenomena of a social subject (individual or group) in order to develop and harmonize. It represents a combination of certainly selected and systematized interactive methods of psychological and pedagogical impact, which are used to form self-knowledge skills, self-improvement. In particular, training personal growth Provides actualization of conscious and unconscious personal needs, values, aspirations. It creates prerequisites for analyzing their own capabilities, the conditions for the implementation of the goals set, it allows you to outline the paths and determine the toolkit of self-development, makes it possible to rationally plan your actions in a given direction and, most importantly, to test this toolkit in the contact social group.
The first training groups were organized by students of Kurt Levin and got the name T-group. The concept of training for the first time introduced M. Forverg. In domestic practice, socio-psychological training was widespread in the early 80s of the twentieth century.
The effectiveness of training in the formation, development and training of personality, psychocorrection and psychotherapy is largely achieved by the implementation of the Group's capacity. The most fully advantages of T-groups are reflected in the publications of K. Rudestam.
Specific traits of the training are:
the presence of a permanent group and its spatial organization defined;
mandatory observance of a number of principles and rules of group work;
orientation for psychological support of participants;
looking for subjective feelings and emotions of the members of the T-Group;
the atmosphere of goodwill, freedom of communication.
Vachkov I.V. believes that the purpose of the training - Help the participants to master any activity. At the same time, he draws attention to what conditions ensure the assimilation of new activities. In his opinion, the participant of the training should: 1) want to do it; 2) know how to do it; 3) To be able to do it.
Among the common goals of the training K. Rudetam, A.A. Aleksandrov, I.V. Vaches allocate the following:
promoting the process of personality development, the implementation of creative potential, achieving the optimal level of life and success;
study of patterns, mechanisms and effective ways interpersonal interaction to create a basis for more efficient and harmonious communication with people;
development of self-consciousness and self-examination of participants for correction or warning emotional violations on the basis of internal and behavioral changes;
study psychological problems group participants and assistance in their decision;
improving subjective well-being and strengthening mental health.
The main purpose of the training (according to A.S. Prutchenkov) - the development of the personality. Along with this main purpose, a number of objectives associated with it are allocated:
increasing the professional or socio-psychological competence of the participants;
the development of their ability to effectively interact with others;
formation of an active social position of participants;
the development of their ability to produce significant positive changes in their lives and the lives of surrounding people.
Ciell Ruestov notes that the goals of group work can be the most diverse. They can be asked from the outside and determine the needs of its participants. In this regard, in one case, as a goal, a completely definite desire of a group of people improve their well-being, and in the other - self-realization.
Training goals are specified in private tasks:
mastering certain professional knowledge;
the development of the ability of adequate and most complete knowledge of oneself and other people;
diagnostics and correction of personal qualities and skills, removal of barriers that prevent real and productive actions;
study of individualized metals of interpersonal interaction to increase its effectiveness;
acquisition of communicative skills and skills;
mastering tactics and structural behavior strategies in conflicts;
correction, formation and development of prosocial settings necessary for successful interaction with people in different areas vital activity;
motivation for personal dynamics and weapons of participants tools for the implementation of tasks related to personal growth;
formation of professionally significant qualities and skills;
the development of empathy, sensitivity, reflection, tolerance;
Other tasks can be supplied by the trainer. They are determined by the team leader, depending on the needs of its members.
Training involves not only active intellectual activity of its participants, but also work with emotions and feelings. It allows it very quickly (in a matter of days) to rally the team of the student class, the student group, military unit or company personnel. The effectiveness of the training in the correction of behavior, in the formation of educational or professional skills, in family psychotherapy and in solving personal problems.
The advantage of training, as a form of practical training, is the high efficiency of using time for self-examination, self-analysis and self-development. A variety of training techniques ( role-playing games, Discussions, psychodistic exercises, analysis of specific situations, brainsstorming, etc.) act as modern technologies of the educational process of preparing psychologists.
Ciell Ruestov calls the following advantages of training as a way to solve psychological problems:
the possibility of receiving feedback and support from members of the T-group;
here is the adoption of values \u200b\u200band the needs of other people;
in the T-group, a person feels accepted and hosting, enjoying confidence and trust, surrounded by care and careful, receiving assistance and helping;
watching what is happening in the T-group of interaction, participants can identify themselves with others and use the established emotional connection when evaluating own feelings and behavior;
The T-group can facilitate the process of self-examination and introspection, self-discharge;
training attracts participants with its effectiveness, confidentiality, internal openness, a comfortable psychological atmosphere.
For the successful training, it is important to comply with certain principles. Among the principles of organizing the training we call the main.
1. The principle of voluntary participation, both in all training and in its individual classes and exercises. The participant must have a natural domestic interest in changes in his personality during group works. Forced positive personal dynamics, as a rule, does not occur, so it should not be achieved by the participants by authoritarian methods.
2. The principle of the dialogue of interaction, that is, a full-fledged interpersonal communication in the class of group based on mutual respect for the participants, on their complete trust of each other.
3. The principle of self-diagnostics is a reflection and self-discharge of participants, awareness and formulation of their own personal meaningful problems.
4. The principle of security is the security of each member of the T-Group, the preservation of the confidentiality of their information. All that is carried out in the class is not ended outside the group. It provides for restricting the discussion of events, problems, issues only within the framework of the training. He focuses on the training participants to ensure that their analysis is constantly the processes that occur in the group at a particular point.
5. The principle openness does not consider that participants must be open, honest. They should not shine and lie. It is assumed that the disclosure of his "I" by others is a sign of a strong and healthy personality. Self-discharge is directed to another person, but allows you to become a real one and meet with you. Openness, empathy, tolerances contribute to ensuring fair feedback with other members of the group, i.e. Transferring the information that is important for each participant and launches the mechanism for the development of self-consciousness and interaction mechanisms in the group.
The principle of openness means trusting communication between members of the T-Group, which is one of the fundamental elements of the training. He suggests the rules of appeal to "you", which psychologically equalizes all participants in rights and makes a certain element of intimacy into communication.
6. The principle of partnerships is the implementation of the subject - subject interaction between the coach and members of the T-Group. In the process of classes, the coach must organize such communication of the participants in which the interests, feelings, emotions and experiences of all and each member of the T-Group are taken into account.
This principle guarantees equal rights of each participant to the statement of his own point of view, to show their feelings, express protest, make sentences.
7. The principle of activity is the mandatory activity of all participants and adoption by each responsibility for the results of the activities of the T-Group. The implementation of this principle allows the development of each participant without the direct influence of the psychologist to the participants, and by creating conditions for the self-improvement of the organization of communicative interaction.
8. The principle accents the internal reflection of participants, teaches them to focus on themselves, their thoughts, feelings, provides for the development of self-analysis skills. It is consonant with the principle of personification of statements.
9. The principle of personification of statements is that the participants in the training must be focused on the processes of self-knowledge, self-analysis and reflection. Even the assessment of behavior should be carried out through the verbal expression of their own feelings and experiences. The use of this principle helps to solve one of the main tasks of the training - to learn how to take responsibility for yourself and take yourself as it is. "Personal Property" on the authorship of the report provides for the responsibility of the person for expressed in the message of thought or feeling. This principle assumes only the excrelated judgments about others.
10. The principle of facilitating is the elevation and facilitating the impact of the coach and T-group on the identity of each training participant. In humanistic, existential psychology (K. Rogers, F. Fund, A. Masu, R. May, S. Bratchenko, O. Kondrashikhina, etc.) under the facilitation is understood as the content, the process and result of the interaction of the psychologist and the client. The result of this interaction is to promote the personality growth of the subject, the orientation of it to a personal choice, the development of its ability to creative adaptation and self-implantation. The ability of the T-group coach to carry out this effect and will be called the ability to facilitative influence.
But for the implementation of the facilitative influence, the head of the T-group, it is necessary to have certain personal characteristics. The main feature of the facilitator coach consists in the conscious use of its own instrumental properties for the realization of its orientation, as well as in overcoming, changing or compensating those of those that interfere with such implementation. This aspect is described in more detail below, when describing the requirements for the personality of the coach.
11. The principle "here and now". This principle focuses on the training participants to ensure that the subject of their analysis constantly the processes occurring in the group at the moment, the feelings experienced at this particular point, the thoughts appearing at the moment. In addition to specially agreed cases, projections in the past and the future are prohibited. The emphasis principle at the present contributes to the deep reflection of participants, learning to focus on themselves, their thoughts and feelings, the development of self-analysis skills.
The question is important not only about the principles of the activities of the T-Group, but also on the principles of its acquisition. The leader is advisable to hold preliminary individual interviews with future participants about why they want to participate in the training, what are their expectations. A general conversation with a group about the goals and objectives of the upcoming training is also desirable, about possible psychological effects, uncontrolled emotional splashes, which can experience the members of the T-group.
We allocate the following principles of group acquisitions:
Principle of voluntariness , which means absolutely voluntary participation of people in the training;
The principle of information transparency. This principle means that each participant has the right to know everything that can occur with it, to obtain information on the processes that will be carried out in T-Group;
The principle of homogeneity. He involves the inclusion in the group of people of one profession equal in status and rank, about one age;
The principle of suitability. It is not recommended to include in a group of subjects that have pronounced physical defects and mental impairment, as well as those who feel their unsuitability in the group. It is not recommended to include in a group of close relatives and parks that are in service dependence on each other or have a persistent dislike of each other. It is recommended to select a group of people in the age range to 40 to 45 years. It is desirable that the group be gender in composition. The most optimal option is to participate in the training of unfamiliar people.
Conducting trainings an extremely responsible business, since in this form of activity sometimes affect the thinner strings of the human soul. At the same time, the training is one of the most fascinating, unusual, interesting forms of joint work of people who want to succeed in work, interpersonal relationships and in life. Mastering the methodology of training will raise the teacher or practical psychologist for another step of professional perfection.
Literature:
Bolshakov V.Yu. Psychotraining: Sociordynamics. Exercises. Games. - St. Petersburg., 1996.
Valker J. Conflict resolution training. How do we agree? Practical guidance on non-violent resolution of conflicts / trans. with it. R.S. Ewadis. - St. Petersburg, 2001.
Vasilyev N.N. Training overcoming conflicts. - SPb., 2000.
Vachkov I.V. The main technologies of group training. Psychotechnics: Tutorial. - 2nd ed., Recycled and supplemented. - M., 2000.
Zakharov V.P., Khryashcheva N.Yu. Socio psychological training. Tutorial. - L., 1989.
Makshanov S.I., Khryashcheva N.Yu. Psychodstastics in the training. - Part 1-2. - St. Petersburg., 1993.
Phezeskian N. Psychotherapy of everyday life: Training resolution conflicts. - SPb., 2001.
Prutchenkov B.D. Socio-psychological training. - M., 1997.
Romek V.G. Training confidence in interpersonal relationships. - St. Petersburg., 2002.
Ruestov K. Group Psychotherapy / Translation from English. - M., 1998.
Sidorenko E.V. Training influence and confrontation effect. - SPb., 2001.
What do the seminar, training, lecture differ from each other? What of them to choose in each case and what kind of result will be expected?
Periodically, people have difficulty in choosing between different forms of training, or frustration in the results of webinars, lectures, seminars and trainings. Therefore, it makes sense to briefly tell about the features of various forms of learning.
Forms of education
In order to choose the option that is most suitable in each case, you need to focus at least in the most general features In the appointment and features of the form of training.
Most often we are faced with the choice between a lecture, a seminar and training. This is a very simplified and conditional separation, but for now it is enough for us to consider the features of training forms under this article.
What is a lecture?
Lecture - The simplest for the leading and oldest training option. The lecturer-presenter tells (and in the worst case, bumpingly struggles) in advance prepared text. Listeners remember said and outlined that somewhat increases the percentage of memorization. The lecture can be conducted for a large audience, reproduced in audio or videos without much damage to perception.
The absorption coefficient of lecture material is rather low. If you ask the listener about the lecture, which passed, say, a month ago, he will be able to remember no more than 20% of what heard.
If the lecturer uses visual materials - slides, posters, video, then the material is remembered somewhat better.
Features of the seminar as form of training
Features of the seminar
Seminar How the learning form has its own characteristics.
First, the material volume is obviously lower than the lecture offered. Secondly, the seminar involves interactivity and communication between the leading and audience. Due to the fact that the amount of information is less, and the channels of its feed (sound, graphics, video, discussions and discussions) are more, it turns out that the quality of the material is usually higher than on lectures.
It remains only to add that online a kind of seminar is called a webinar and gaining increasingly popularity.
What is training
Finally, let's talk about training. Training - Specific and difficult for conducting a type of learning, which combines several others. Typically, training includes both mini-lectures, and business games, and discussions and exercise.
The fact is that the more memorizing mechanisms and stimuli insertion are included in the process, the higher the quality of learning and the result. It is important that the training pushes a person from the usual environment, from the so-called "Comfort Zone" and thereby makes it at a high pace to perceive new.
If the listener is passive to lecture completely, at the seminar participates in the learning process limitedly, then during the training it is somehow immersed in training much deeper.
Knowledge, skill, skill - what is the difference and where to get them
Knowledge - This is the result of the process of knowledge of the surrounding world, a set of representations, judgments, theories. Oll knowledge allows us to adequately navigate in situations and consciously respond to ordinary events. Scientific knowledge is a more systematic, reasonable and deep.
Skill - This is the ability to perform any actions consciously, relying on knowledge, and experience.
Skill - This is the ability to set actions that are stereotypical. The skill appears when a person repeats the same type repeatedly. The presence of skill makes it much faster and without excess costs to perform complex work.
Knowledge, skill, skill - distinction
Given the quality assimilation of the material, the lecture will give knowledge that without systematic independent work will very quickly be forgotten, leaving individual fragments. This is due to the fact that the theory is not supported by the practice and is not updated in memory due to independent work on the material. It remains basically only the illusion of knowledge, which is rather harm. We all know the sofa superscross theorists living in social networks and on the forums that are very often unable to apply any of their theoretical knowledge.
The seminar with a smaller volume of material allows you to figure out the main points of the theme and better remember them. Yes, the material is much less, it is presented simply, but it is absorbed better. A small number of knowledge that can be applied is much more valuable cubic meters of the theory, from which the listener really did not teach to contact.
In terms of cost ratio / efficacy an interesting option It is online a variety of seminar - a webinar. The listener does not need to go anywhere, any computer with access to the Internet allows you to get into operation and access the virtual room, in the process it is usually possible to perform the simplest exercises and interact with the rest of the participants. One way or another, the seminar and the webinar have greater efficiency in cases where it is necessary to get a small but appreciable knowledge set and a partly skill.
Nevertheless, neither a lecture, nor a seminar or webinar, nor a short training is unable to give you skill. Skills are produced during prolonged classes.
For example, in order for the athlete to receive the skill of the reception or a combination of shocks, it needs to be carefully and correctly fulfilled them several hundred times for several weeks, and then regularly train the survey skills. No short training will give a full-fledged skill, it can be developed only by independently, constant and systematic independent work.
Summary
When we talk about the basic forms of training, we usually mean a lecture, a seminar, training, as well as their varieties. For each case, its form is effective, they all have both pros and cons. The lecture allows you to get a maximum of information in a short time, does not lose its quality in the record, but the material is poorly absorbed and quickly forgotten. The seminar is good for studying a small material and gaining knowledge on several issues within the framework of the topic, provides for more active interaction between the Rapporteur and listeners. The training is the most effective for a listener and a form of training for a trainer, which requires the active participation and collaboration of the coach and trainees. From knowledge, skills and skills, all forms of study allow you to acquire only knowledge and skills, it is necessary to work on the development of skills yourself.
The confusion between the concepts of the "Seminar" and "Training" is caused by the desire to sell a seminar as a training. Training - and more good, and higher is paid. But make quality training much more difficult than the seminar.
SEMINAR
(from lat. seminarium. - seedler). This type of group classes on which participants discusses pre-prepared messages, reports. He has a fairly big similarity with the lecture, but at the seminar is necessarily a discussion. The seminar is needed in order to get new knowledge or put them in order. The seminar allows you to decompose the knowledge of the participants in the shelves.
Leading The seminar is like a team of trainees. He is a height of the truth in the last instance.
Number of participants The seminar is unlimited, except for the size of the room.
By time, seminars can last up to several days.
Efficiency The seminar is measured in the size of the fact that the participants remembered.
Minus: The seminar participants receive some knowledge, but they still do not know how to do what they learned about. To successfully sell or manage people, one theoretical knowledge is not enough. It is not enough to know how to sell one or another service, how to correctly put the task of subordinate or how to increase its motivation. You need to be able to do it.
The main thing: the seminar is a theory.
Training
Translated from English means "training". The training is understood as systematic exercises for the acquisition or improvement of any skill, skill. The founded goal of any training is to hone in practice the knowledge and skills gained, that is, any training aims at working out skills. Preferably, during the training, bring the desired skills to automatism. This training consists of 10% of the theory and 90% of practical exercises.
High-quality training is an active way of learning. It includes independent work, work in groups, decision 
Cases, discussions, etc. on practical activities Receptions are practiced to solve complex situations. Each participant trains in a variety of games, exercises, losing many times its behavior in complex situation. He receives feedback: other participants and coach say how successfully the exercise was performed. All pros and cons that participant are analyzed. It can correct its actions on the basis of such a "side view", and again train the skill. Very often, a video shooting is being conducted during the training for a visual demonstration to the participants in the level of exercise.
Leading Training tries to work on the training participants themselves. After good trainings People have even indignation: why do we pay such money and at the same time passion on the training?!
Number of participants
If you ask the coach: "How many participants in the group are permissible for holding training?" And you answer: "The number of participants can be any." This is a faithful sign - this is not a training. For high-quality training we need a group of at least six, but no more than twelve - fifteen people. To work out the skill several times, it is possible to get feedback only in a group not exceeding 15 people. The lower boundary is 6 people, it is explained by the fact that the exercises on the workshop pass as work in pairs or in the group.
Efficiency Training is measured by real behavioral changes. There are spent skills that were not before the training, and the feeling "Yes, now I know."
Minus: Training is not suitable for working with unprepared personnel.
The main thing: training is a practice.
Training seminar
More than half of the training programs sold now in the market and called "trainings" are actually training seminars. Most of all, they resemble lecture classes combined with workshop. Participants are told about various theoretical schemes and algorithms for solving the problem. Then, they proposed schemes are used in short practical exercises. The ratio of the theory and practice at the training seminar is about 90% to 10%.
Leading The training seminar is quite often trying to tell me more and more colorful to participants about the main topic of the training. For this, it uses many methods, examples from practice, video sketches, useful articles in handouts. But for high-quality learning it is extremely important that the participants acted. If participants only did for the whole "training", which listened, then they do not have to talk about the results. You can only talk about the skill of the coach it is interesting to tell and about a pleasant impressionwhich it produces. But it is impossible to call the training. This is a lecture.
This form of learning is not bad as the first step in a large target program or intermediate, prepare a link for the passage of high-quality training. Optimal option - On the first day a training seminar is held, and in the second training itself.
Efficiency: The training seminar gives participants awareness, the feeling "Yes, I know how", the illumination "Now I know how it really happens" or "everything, it turns out that it is not so difficult (so simple)!".
Minus: Do not count on the fact that the training seminar will solve all the problems.
The main thing: the training seminar is good only as the initial stage. The more practice, the more effective training.
Alena Udovenko, coach since 1997.
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The mini-lecture is short, clear speech, ensuring the explanation of the principles, models, theoretical positions, research results, reflections that may be significant for current training needs.
Speaking of training, it is often opposed to classical teaching, especially lectures. "We are tired of lectures, we do not want to be simply recipients of information, we want to participate in the learning process, to give feedback," participants will say. Trainers, in turn, can deny the importance of transferring theoretical knowledge. Nevertheless, any training is accompanied by any theory, in any case, is based on it. So we need tools for the transmission of theory and information.
One way is the work of expert groups, which takes at least 4-mines, including a presentation.
Another method is very common - the so-called mini lectures. Although the idea of \u200b\u200bmini lectures is based on lectures as a method, there are similarities between them, and differences. And lectures, and the mini lecture has a clear content, purpose and main idea; In both cases, a certain structure is needed, a sequence and clarity of transmission. Both methods, of course, involve the entire audience, and, more importantly, the lecturer, and the coach is interested in understanding and adopted what they represent her.
In addition to the most obvious difference in duration, there are several very important differences between the lecture and the mini-lecture. Lectures deeply go into details, while mini lectures give only general view And have simplified content. At the same time, mini-lectures seek to preserve and develop a much higher level of communication between the coach and participants. Perhaps the most important difference lies in the main goal of the method. The lecture is designed to transfer knowledge and intellectual audience initiation. The mini-lecture is aimed at helping the participants to associate their experience with conclusions from it to understand why there may be desirable changes in their behavior, and accept a conscious decision on these changes.
Mini lectures are designed for development common language Between the coach and participants through the creation of a general framework of discussion. The coach may include a mini-lecture in the training in different ways:
Plan it in advance as a presentation of certain exercises and events.
Enter if necessary to give some explanations during the training
Prepare as distribution material.
Preparation of mini lecture.
Before we talk about moments that will help make a mini-lecture for successful and efficient, I would like to warn coaches from lecturing to lectures. There are several reasons for which coaches easily choose a mini lecture as a method, but just these causes and are pitfalls that dramatically reduce the efficiency of work:
1. "You can't give any other methods," the coaches often say. First, "this" does not always affect ultimately necessary. Secondly, the training does not "fill with the knowledge of the empty group. Whatever the topic we did not give, it makes sense to count on collective knowledge of the group and repel from them. So, we always have an "expert", which will be useful even if not so competent. And finally, thirdly, most skills and knowledge (we are not talking about the knowledge of academic!) It can be formed by participants during the training with certain methods.
2. The coach still considers himself a teacher. It burns the desire to "teach", and not help to figure it out. No matter how it satisfied the training of interactive methods, he still considers himself obliged to explain everything in self-person. As a result, the methods remain the entertainment point of the training, and the mini-lecture turns into its main content.
The coach should not "sound" more than participants! His voice, as often as possible, must bear questional intonations, and the participants will find answers to questions and make conclusions themselves.
What to draw attention to the preparation of the mini-lecture in the article
Pedagogical University "First September"
Igor Vachkov,
Doctor of Psychological Sciences
Methods of psychological training
AT SCHOOL
Course curriculum
| No. Newspaper | Educational material |
|---|---|
| 33 | Lecture number 1. Psychological training and his mythology |
| 35 | Lecture number 2.Training in the system of practical psychology methods |
| 37 | Lecture number 3. Essence of trainings Test No. 1 (execution period - until November 15, 2004) |
| 39 | Lecture number 4. Training Methods of Work with Last Events |
| 41 | Lecture number 5. Training methods of working with "incident" events Examination number 2 (execution period - until December 15, 2004) |
| 43 | Lecture number 6.Training Methods for working with constructed events |
| 45 | Lecture number 7.Organizational aspects of the implementation of trainings |
| 47 | Lecture number 8. Examples of trainings and exercises |
| Final work. The final work should be a program of training activities created in accordance with the form proposed in lectures and contain at least one occupation, described in detail and equipped with comments on the methods used. There must be a certificate from the educational institution, confirming the fact of the specified training. Final work accompanied by certificates from educational institution (acts of implementation), should be sent to Pedagogical University no later than February 28, 2005 | |
Lecture second.
Training in the system of methods
Practical psychology
What is training?
Already by the fiftieth years of the last century it became clear that a specially organized training is one of the most convenient, structural, high-speed forms of psychological work with groups. At the same time, the training should include, in addition to special psychotherapeutic and psychocorrection techniques, business and role-playing, discussion methods of group decision-making, etc., - in other words, all those targets that are aimed at creating the necessary skills. It is the training - one of those psychological methodsthat make it possible to create psychological conditions for the development of professional and personal self-consciousness of people and the actualization of their resources, make it possible to change their behavior and attitude to peace and other people.
At the same time, what kind of training actually, still remains unclear. As an illustration, we give the following story.
One experienced and famous psychologist asked:
- When do you behave your groups, do you treat people?
"Yes, of course," he replied.
- Or maybe, after all, you help them in personal Development?
"Certainly," he confirmed.
"But people who have been in your groups claim that you are almost nothing and silent almost all the time!"
- And it is true!
- So what is the secret of your work efficiency!?
- People are interesting to me. And I believe in their ability to change.
IN AND. Slobodchikov and E.I. Isaev highlight two understanding of "practical psychology":
1) Practical psychology as "Applied Discipline", the feature of which is "Orientation to the Academic Research Psychology of Natural Scientific Type";
2) Practical psychology as "Special Psychological Practice", where the main orientation is not on the study of the psyche, but on "work with the psyche" (V.I. Slobodchikov, E.I. Isaev, 1995, p. 113-115).
Training can also be understood in the other way. In the first case, the training is interpreted as a kind of research method, within the framework of which interpersonal relations or social phenomena are constructed and studied (it is very significant that the first training center in the United States of America was named training laboratory). In the second case, the training is considered as one of the ways of practical work with psychological characteristics. specific people. From the difference in understanding the essence of the training and arise the causes of different expectations from the psychologist-coach. It is especially problematic when the coach itself and the customer adhere to fundamentally different points of view on the essence of the training and do not notice this.
In order to clearly answer the question of what is the most important thing in the training, perhaps it will not hurt to turn to the spelling spell. Obviously, borrowed from of English language The word "training" of one root with a well-known "training". In what essenceany workout? During training man does what he must learn to do. And do not suppose in Tautology! After all, it is absolutely clear: in order to learn to swim, you need to swim; And launch water into the pool Only after everyone will first learn to swim in the dry pit, it is completely meaningless.
But, based on this, it is necessary to object to those who claim (and this opinion is quite common) that the training is a "some model of life", "a way to design a reality, similar to the real." No this is a model of life! To learn to live, you need start living! So, the training should be part of the life of its participants.
Training and other metames
Practical psychology
So what then is the purpose of the training? Before answering this question, it is worth thinking about what is the purpose of the work of a practical psychologist. Of course, a lot of copies are already broken in disputes. We have heard opinions that the purpose of the work of the psychologist is: rendering psychological assistance, implementation of psychological support, support, creating conditions for the optimal development of the child, ensuring psychological health etc.
Perhaps it will not be an exaggeration to say that in all these positions there is a general one: the global goal (metacel) of any psychological work is the development of a child and positive changes in his life. At the same time, a psychologist often turns out to be as if as if as if by the child, helping him indirectly, without waiting for his immediate request about it. But no less often the customers of a psychologist - children and adults - go to him with an explicit request. What help in solving your problems, overcoming the difficulties with which they encountered, are they expecting from a psychologist?
Firstly, The client may simply request one or other psychological information, which he lacks for independent implementation of the desired changes. The basic expectation, which may be present at the high school student, and the teacher: "Tell me that psychologists think about this." For example, a teenager asks for a psychologist: "I'm in lately Often sick with everyone. How do you need to communicate in order not to quarrel? " In this case, the method of activity of the psychologist will informing
client.
SecondlyThe client may need a psychologist not only to provide information, but also helped link it with the direct situation of the client, actually put the psychological diagnosis and, together with the client, developed a draft necessary change, having fulfilled that the client would achieve the desired. Basic expectation: "Explain, as I better enroll in this situation." For example, a teenager may not be interested in: "How to effectively communicate with people?", And very specifically: "How can I establish relationships with classmates Vasya and Kole?" IN this case The main method of the psychologist will be consulting
client.
ThirdlyThe client may want a psychologist so that the psychologist does not have enough information to him or helped the design of the necessary changes, how much I took and produced these changes. Basic expectation: "Make me so that I feel good, help me!" Let's say a psychologist is forced to become a facilitator (intermediary) in resolving the conflict between Vasya and Peter. Or even initiate connection to the problem of social protection organs and power structures, if, for example, the facts of systematic violence over a child in the family are revealed. In this case, the method of activity of the psychologist will be directly intervention
(intervention) to the life of the client. (While we leave aside aside how often and in what situations this method should be applied.)
Finally, fourthThe client may not want to get rid of one or another problem as to learn to solve it in the future. Basic expectation: "Teach me to do what I can't do now." Suppose a teenager directly states: "You told me about how to communicate correctly. But I still do not know how. Teach! " In this case, the method of activity of the psychologist will workout
client's ability to carry out one or another.
Thus, from the point of view of customer requests (child and adult), you can distinguish four main objectives of practical psychological activity and, accordingly, four ways to achieve them, which can be indicated as metames of psychologist's activities:
1) INFORMATION, 2) Consulting, 3) intervention and 4) training.
The first three methometers of psychological work are ways to solve actual problems The client and (usually) do not pretend to more. As for the fourth methame rate, the training, its fundamental difference from the rest lies in the fact that it is directed not only to the decision of the current problems of the participants, but also on the prevention of their emergence in the future, in particular due to the opportunity learn to solve problems.
Very important, it can be said even - the key, the moment is that inside the training of a psychologist can be implemented and informing, and consulting, and intervention. It is only necessary that these methods do not become leading. If this happens, then the training as the method loses its specificity and turns into something other.
Possible psychologist errors
When using metames at the training
1. Passion to inform
Customers of a psychologist - and teenagers, and teachers, and parents come for training among other things and for new knowledge. However, the desire to prevent participants as much information as possible can play with the leading joke. Coach is useful to remember one remarkable parable.
One young priest decided to read the preaching residents of a far village. He prepared for her very long time, thinking through every thought, carefully polished every word. But when he came to the village, it turned out that all the inhabitants are in the field, hurry to remove the harvest to the rains. In the village there was only one boy - Assistant Kony.
- What should I do? - sorry asked the priest.
- You know, I'm just an assistant groom, and you educated person. But if I came to the stable and saw that all my horses fled, except for one, I would feed it.
Inspired by him with the words, the priest sat down the boy in the center of the first row in the house for meetings and began his sermon. He spoke eloquently and passionately, with enthusiasm and joy. He spoke, said, spoke ... for three hours. And when he graduated, he decided to receive confirmation of his oratory skills.
- Well, how did you like my speech? - asked the priest.
"As I have already told you, I just help on the stable," said the boy, rubbing the striking legs. - And you are an educated person. But if I had all the horses, except for me, I would, of course, fed this horse. But I would not give her all the food, which I had.
Turning the training in a monologue of the leader, that is, to the most banal lecture, deprives the training of one of its main attributes - the activity of the participants themselves, developing important activities for them. This does not mean, of course, that the coach should be silent all the time, as if hiding the terrible military secret. But his speech should be brief and tank. In the case of an explicit request for informing ("Tell us what psychology considers ...") The coach can easily redirect the question to the group: "What do other participants think about this?" The discussion in this case will almost certainly be more productive and useful for the group than the broadcast of leading scientific provisions (however, such an opportunity will be introduced to him if he wants to summarize the discussion).
2. Hobby consulting and interpretation
Very often, especially at the beginning of the group, customers' questions about themselves and their difficulties are addressed exclusively to the coach. For the participants, as it should, come true, that since the coach all this started, he must clearly and intelligible to explain: for what, why, which means and most importantly, I did it or wrong: I am waiting for your advice and recommendations. The temptation is great. Especially since the coach sometimes is absolutely sure that he knows the best way to interpret, and is ready to "analyze" participants to the most of their opposite depths. But this is a trap, in which you can easily please!
What happens in the case of "accurate hit" when problematic (and therefore pain) client points are highlighted with a ruthless beam of psychological analysis? Often, a person is experiencing a feeling that he was exposed before the public, and since it happened, waiting for completely specific recommendations that a psychologist - where to go now! - It is forced to give. And the training instantly turns into a public consultation: all other participants in the group together occupy a queue for what they give.
3. Hobbating interventions
Intervention (what a word, and the aggression and military actions come from him!) In fact, in psychology, it means the impact, the intervention, which sometimes turns out to be an inevitable psychologist, necessary. The great Leonardo da Vinci once composed a parable that seems to illustrate this thought well.
Having once swipe From the fire, the flint asked indignantly at the offender:
- What makes you so attacked me? I do not know you know you. You, apparently, you confuse with someone. Leave, please, my sides alone. I do not hurt anyone.
- Do not be angry with the neighbor, - with a smile voiced the fire in response. - If you get a little patience, you will soon see what a miracle I will remove from you.
With these words, flint calmed down and began to patiently demolish the fire strikes. And finally, fire was carved out of it, able to create genuine wonders. So the patience of silica was deserved to be rewarded.
However, one-sided wHOthe action deprives participants in the training of natural law to their own activity and the implementation of themselves. Therefore, the intervention should be carried out only when without it, indeed, can not do. The presenter should remember all the time that permanent thrust Interventions indicate excessive self-conceit and autocraticity. By the way, there are coaches that stood trainings exclusively in order to get a feeling of their chosenness and the situation of worship and admiration. Moreover, it seems that it is most often happening with those practical psychologists who are passionate about non-neurolynguistic programming. Perhaps it is due to the fact that it is happening about this direction as a manipulative.
Once a very young coach (who mastered the primary knowledge about NLP), received a certain amount from some sponsor to which he decided to purchase furniture for the trainings. I turned out to be a random witness how he looked for options in the catalog.
Participants were chosen comfortable light chairs. Such a choice, of course, could not cause any objections. But! He decided to buy a bar for a bar - such to which you have to climb how to Kilimanjaro. He did not hide the delight from the fact that it would rinse on tens of centimeters above the rest.
Tasks of psychological training
So, training as a method is aimed at helping the participants to master any activity. But what conditions ensure the assimilation of new activities? Obviously, a person should:
1) to wantdo it; 2) know, how to do it and3) be able todo it.
In relation to psychological training, this means the solution of the following tasks.
1. The task of motivation and forming a positive relationship to new activities
But what is the relationship? Subjective attitude exists in different forms. The relationship can only occur to a significant object in emotional sphere It is experiencing as a feeling, desire, when an object is understood, it is manifested as a sense, in the aspect of the identity orientation - as a value, when regulating behavior - as an installation (at an unconscious level) or as an attitud (on aware), and in self-determination in relation to the social environment - as a disposition.
If it is easier to speak, then the named task is associated with the need to form a desire to master new activities from the participants of the training participants to see the meaning in it for yourself, to realize its value. For example, in the training of a professional pedagogical self-consciousness, the work of the psychologist should help ensure that participants - teachers really want to learn to deeply reflect their activities, saw undoubted benefit for themselves in dealing with the features of their identity, their relationship with students and teaching methods.
2. The task of forming a client presentation system
It should be paid to the fact that we are talking about the formation of a system of representations, and not the system of concepts. The training is not a lesson, there is no problem of deep learning of knowledge. It is important to take into account the difference between knowledge and ideas: ideas are only such a learned information about the world, which is used by a person to understand the world and on the basis of which he builds his behavior in the world. Representations are not accurate and strictly defined, but they can have a much stronger influence on human life than learned, but not experienced, who have not become beliefs.
Sometimes the coach has to make a lot of effort to help group participants change the old and learn new ideas. Returning to the previous example about the training of professional pedagogical identity, we note the following: Teachers need to fundamentally revise their ideas about the essence and sense of their own pedagogical activities.
3. The task of forming skills
This is the most commonly referred and, maybe the most important task of training. Under the skills, we will understand the ability of a person to governapplication of presentations, relationships and skills in accordance with the terms of the specific situation.
The skills can be three main types: technological, strategic and dispositions. If technological skills are the ability to use knowledge and skills in a specific situation, strategic - use the strategy of activities from available in the substructure, the dispositional is the ability to occupy a specific disposition with respect to the situation, based on the existing system of subjective relations.
In pedagogical activities, all these skills are extremely important. In the training of a professional pedagogical self-consciousness, a psychologist has to work out with the participants all these skills, since, as experience shows, very many teachers do not own them.
One of the most serious problems of traditional education (and school, and university) - insufficient attention to learning a variety of strategies in carrying out activities different types. Of particular importance is such training in the professional training of psychologists themselves.
A graduate of the psychological faculty of even a very solid university, which has a huge baggage of knowledge, is often not capable of creative activity - neither research or practical. The reason is not only in the lack of creativity, but also in the fact that when a collision with a new task, a young specialist is primarily trying to find a way to solve it in his information, and in the absence of such a method - is lost. No one taught it to design new technologies and did not associate the opportunity to create technologies with different strategies of activity.
There are also situations when, owing a variety of technologies, a specialist has no idea of \u200b\u200bstrategies, and vice versa, he knows about possible strategies, but it turns out not equipped technologically, since his teachers did not "descend to technical details."
Let's summarize
So, in order to benefit from training, for example, from the training of communication, the client (for example, a teenager), at least, should:
1) Get representation on the essence of effective communication, diverse strategies and technologies in communication, etc.;
2) to form personal attitude to a variety of strategies and technologies of communication, that is, to preissate those who are more suitable for him;
3) to work concrete techniquesnecessary to communicate in a variety of circumstances, try different strategy behavior and finally the most important thing - liveself different situations Communication with other participants in the "live tissue" of training (to acquire dispositional skills).
It is possible to implement only in case of support on equivalence principle trainings The real activity of the training participants, the essence of which was described above.
LITERATURE
1. Vachkov I.V. Group methods in the work of the school psychologist. - M.: Ace-89, 2002.
2. Vachkov I.V., Drembo S.D. Windows to the world of training. Methodological foundations of a subject approach to group work. - SPb.: Speech, 2004.
3. Drembo S.D. Educational environment: 8 materials for pedsovet for the director of the school. - Chernogolovka: CKFL RAO, 2000.
4. Slobodchikov V.I., Isaev E.I. Psychology of human development. - M.: School press, 2000.
Questions and tasks for self-control:
1. Explain your attitude to the statement: "The training is not a model of life, but should be part of real life its participants. "
2. What are the metames of practical psychology? What is their essence? What place among them is the psychological training?
3. Name the main errors of the leading when conducting the training and expand their essence.
4. What are the most important tasks of the training? Think how you can specify these tasks in relation to those types of training with which you are familiar.
